3 After completing the course, the student shall demonstrate: a broad understanding of the global transformational processes, with primary focus on communication, culture and media aspects in its political and economic contexts, a deepened understanding of the relationship between culture and identity, with special regard to identity politics, a broad knowledge of current trends in the global media industry, with focus on transnational communications and public spheres, and a general knowledge of international development cooperation: e. g. being able to identify the different agents in the field, at multilateral, bilateral and local level, and to analyse current trends, such as the emphasis on poverty reduction strategies or the tension between development aid and policies for global development. (Kursplan 1 Media, Globalization and Development) Delkurs 1.1 Globalization and Communication behandlar lärandemål 1 och 3 genom att introducera teorier och debatt om globalisering, medier och kommunikation. Kursbeskrivningen uttrycker delkursens syfte: The aim of Course 1.1 Globalization and Communication is to introduce theories and debates of globalization from a media and communication studies perspective and to apply concepts related to cultural globalization on specific cases around the world. Later courses in the MA will explore another key term - development - in more detail. (Kursintroduktion delkurs 1.1, ht-10) I delkurs 1.2 Culture and Development betonas lärandemål 2 och 4 och studenterna examineras genom en individuell essä och en hemtentamen. I hemtentamen ska studenterna visa överblick över och kunskap om ämnets framväxt och vetenskapliga grunder: 1. How do the different paradigms in development theory relate to corresponding paradigms in development communication? Exemplify and discuss the different views on the role of communication. 2. Make a comparison of the post-colonial and the neo-liberal perspectives on development? How do they relate to Pieterse s notion of global development? 3. What does the cultural turn imply for development cooperation in general and development communication in particular? Position yourself in relation to the different definitions of culture and give examples of cultural influences on social change processes. 4. Discuss the roles of ethnicity and gender in the context of development and social change. Choose two or more examples from the course literature and make a comparative analysis. (Hemtentamen delkurs 1.2, ht-10) ComDev kombinerar distansutbildning online med ett par platsförlagda seminarier varje termin där närboende studenter deltar och resterande följer via direktsänd video på nätet (webcast). Den lärarledda online-undervisningen består av webcastade föreläsningar, diskussioner i chatforum, individuell och grupphandledning och diskussioner i undervisningsplattformen It s Learnings diskussionsforum, över skype samt i en specialkonsturerad field diary online. Studenterna arbetar tillsammans i projektarbeten och peer review-övningar. Till stor del utgörs utbildningen av självstudier i form av läsning av kurslitteratur och genomförande av examinationsuppgifter. Kurslitteraturen är därför att betrakta som en viktig förutsättning för måluppfyllelse. Den obligatoriska litteraturlistan på delkurs 1.2 som hemtentamen ovan examinerar ger en indikation om de olika dimensioner som utgör ComDevs vetenskapliga grund: Joint Reading module 1.2 Culture and Development Hemer, Oscar & Thomas Tufte (2005) Media and Glocal Change. Rethinking Communication for Development. Buenos Aires; Göteborg: CLACSO; Nordicom. McEwan, Cheryl (2009) Postcolonialism and Development. London and New York: 3

5 kommunikationsområdet. Detta kommer till uttryck i alla magisterprogrammets delar. I delkurs 2.1 Communication and Development Cooperation är denna koppling i särskilt fokus. I examinationsuppgifterna (en individuell och en gruppuppgift) analyserar studenterna arbetet med utvecklingskommunikation inom olika internationella samarbetsorganisationer genom analys av en organisations mandat och relevans på ComDev-fältet, samt genom att identifiera och kritiskt granska organisationens perspektiv på utvecklingskommunikation, liksom deras utvecklingskommunikationsplaner och strategier i ljuset av delkursens litteratur. Ett utdrag ur en students individuella examensuppgift illustrerar denna dimension: Karin Gwinn Wilkins (2008) defines development communication within a broader field, in which communication for development, communication about development and communication for social change can be included. It may sometimes be necessary to use the concept social change instead of development to escape historical appeals of the development discourse but it is equally important to ask for whom the social change is directed and in whose interest. When FAO defines communication for development, it includes knowledge and information as essential parts within its social, economic and technological challenges and opportunities. Changes must therefore be effectively shared by people through applicable communication processes in order to relate participatory approaches to agriculture and rural development within the FAO mandate. (Utdrag ur studentpaper, uppgift 2.1:1, delkurs 2.1, vt-11) Detta exempel tjänar även som illustration av den tredje punkten, att visa överblick över och kunskap om relevanta teorier och begrepp inom Communication for Development. Denna aspekt är central i hela magisterutbildningen. För betygsättningen av examinationsuppgifter förekommer fem kriterier som underlag för bedömningen; innehåll, tillämpning av begrepp, analytisk förmåga, tydlighet och självständighet. Det andra av dessa berör just teoretiska begrepp: Application of concepts is about how relevant theoretical concepts you are using in your discussion, and how you make use of them. Did you select the most relevant concepts for your discussion? Did you define the concepts well? Do you show an understanding of the concepts? Do you put different concepts in relation to each other? (Examinationsuppgift 2.1:1 och 2.1:2 delkurs 2.1, vt-11) Att vi i just den här citerade examinationsuppgiften lägger vikt vid att förankra beskrivningen och analysen av praktiskt utvecklingskommunikationsarbete i teoretiska diskussioner och resonemang understryks i uppgiftens formulering: [ ] Make sure to refer to organizational documentation available, and to refer to some of the discussions and themes in the course literature as well, using an adequate academic reference system (see student handbook for instructions). It is important that you discuss and analyze the organization and the above-mentioned four questions in relation to theoretical discussions in the literature. (Examinationsuppgift 2.1:1, delkurs 2.1, vt-11) Ovan citerade student fick följande kommentar av sin examinator: You make an exemplarily clear and comprehensive overview and analysis of the FAO s ComDev policy, addressing all the four core questions of the assignment and referring to the relevant course literature. In short: excellent! (Examinators kommentar, examinationsuppgift 2.1:1, delkurs 2.1, vt-11) Förhållningssättet till teori och teoretisk reflexivitet byggs upp under hela utbildningen och kulminerar i det avslutande examensarbetet där detta är väsentligt i instruktionerna såväl som i bedömningen. 5

7 After completing the course, the student shall demonstrate: a deepened understanding of the role of new Information and Communication Technologies (ICTs) for Globalization, and the significance of the digital revolution in a global perspective, with special regard to governance and civic participation, a specific knowledge of the potential for informatization as a development strategy, and for using ICTs in international development cooperation, and demonstrate an understanding of how new media and ICTs are analysed and theorised in media and communication studies. (Kursplan 3 New Media, ICT and Development) Detta illustrerar hur fördjupade kunskaper om nya medier och informations- och kommunikationsteknologier kopplas till diskurser om globalisering, sociala förändringar och utvecklingssamarbete som redan tagits upp under programmets första 30 hp. Det uttrycks i korthet i kursinformationen: This module is an opportunity to reflect on new media from a social change perspective. Theoretical approaches to studying new media cultures and practices are exemplified with case studies. Practical exercises involving the exploration of web-based tools offer hands-on perspective of new media forms. (Kursinformation, modul 5 New Media, ICT and Development, ht-10) Det är emellertid i synnerhet i examensarbetet som delmål 1.2 kommer till uttryck. En lista över titlar på de examensarbeten som examinerades under perioden juni 2010 till februari 2011 illustrerar variationen av vad fördjupade kunskaper inom vissa delar av Communication for Development kan betyda: Social Media for Development - A study of UNESCO: What Discourse for Social Media Tanzanian Youth Use of Online ICTs and Femina HIP. Selecting Social Media Applications to Increase Participatory Communication in the Education-Entertainment project, Femina HIP Analysis of Media Reporting and Xenophobia Violence Among Youth in South Africa Rap: A tool for Promoting Change Amongst Youth in West Africa? The Case of AURA's Poto Poto Project, Conservation 2: Leveraging Social Media for Fundraising in Kenya - the Case of WildlifeDirect Mobile Phones as Tools for Social Change. A Case Study of Mobile Phone Use and Access Amongst Tanzanian Youth Using Participatory Photography to Stimulate Critical Thinking A Collaborative Project Work in Australia and Tanzania Empowering Tanzanian Youth - engaging communities. An experiment in participatory communication Using Personal Digital Assistants to Improve Healthcare Delivery in Uganda Malevolent Staircase: New Swede/Old Swede Immigration Conflicts in Malmö, and an argument for Social Cohesion via Community Radio How has the International Tribunal for Climate Justice used Communication to Achieve their Political Aims? What do the Videos of Thando Mama Communicate? Reflecting Gender Perspective in Development Project: Does Culture Matter? Do You See What I See? A participatory project in Tennant Creek, Australia Design & Development. Does Pedagogy Make a Difference in the Designer's Response to the Needs of a Sustainable Future in India Journalists in Conflict. Reporting in Honduras after the 2009 Coup d état Att så många examensarbeten fokuserade på Afrika under denna period beror delvis på att vi under åren 2009 och 2010 hade södra och östra Afrika som geografiskt tema för utbildningen. I december 2009 genomfördes ett ComDev-seminarium i Dar es Salaam i samarbete med University of Dar es Salaam och det Danida-finansierade forskningsprojektet MEDiEA (Thomas 7

14 Delmål 4:2: visa förmåga att planera och med adekvata metoder inom Communication for Development genomföra kvalificerade uppgifter Lärosätets svar: Metodkunskaper och därmed också förmågan att planera och genomföra forskningsuppgifter har redan beskrivits ganska utförligt ovan under mål 2. Till detta kan läggas några konkreta studentexempel på hur förmågan att planera och med adekvata metoder genomföra kvalificerade uppgifter kommer till uttryck i examinationsuppgiften i modul 6 Research Methdology, ht-10. Först ett kort utdrag ur en students väl godkända examinationspaper: In order to address the research question it will be necessary to study the behaviors of the immigrants in the Nordstan shopping mall. This contributes to the choice of using participant observation and ethnographic approaches as a method, and is also suggested by Pickering (2008, p.108) [ ] However, observation in itself is not enough to draw complete conclusions and fully address the research question. Despite giving access to primary data, simply observing actions and behaviors of immigrants will not explain the frequency and reasons of coming to this mall, as well as if they experience a feeling of a new life by being there. What is more, observation makes it hard to judge who is an immigrant and who is not and limits the study to draw conclusions mostly on visual appearance. Another limitation of the method is the necessity to do long-enough series of observations in order to catch eventual habits and patterns that could be noticed only if dedicating significant time. This is also one of the general problems with the observation method as the capacity to devote time to observing has been dramatically reduced because of its cost and complexity (Pickering, 2008, p.108). In this sense, combining observation with other methods, such as qualitative interviews, could enrich the material and give depth to the study. It would be important to ask immigrants directly about their activities and views, using what Deacon (2007, p.64) calls interrogation strategy. This could be done using behavior and beliefs types of questions, the answers to which could provide richer, more sensitive insights into the views and activities of respondents (Deacon, 2007, p.83). (Studentpaper, modul 6 Research Methodology, ht-10) Och examinatorns kommentar: Well done. Very reasonable to complement observation with interviewing in this case. A very thorough assignment, strong on method research (notably Deacon, and also Pickering) and reflection in a range of areas. Relevant theoretical domains, as e.g. space, has also been investigated. A few things to add for consideration if you continue in this research area for the thesis (and I think you have prepared very well with this): Observation in shopping malls may allow you to make yourself present, as well as stay invisible to objects observed. You may plan routes and positions and particular flows or people to follow, moving around, covering which ground etc. You already have some thinking along these lines in your assingment. May be interesting to add visual methods too, as you write. [ ]. (Examinators kommentar på studentpaper, modul 6 Research Methodology, ht-10) Här följer som jämförelse ett utdrag ur en underkänd examinationsuppgift: The data for this study will be drawn from the Station Manager, UNZA Radio, Radio presenters, students and members staff of the University of Zambia. Purposive sampling methods will be used in this study. Purposive sampling was chosen because the researcher needs to seek a wide range of information and respondents that could be studied in depth and will borrow the process from Guba and Lincoln (1994) and Patton (1990). As for members of staff and students, simple random sampling will be used to determine the desired sample size and study respondents will then drawn from two sampling lists- one for students and the other one for members of staff. [ ] (Studentpaper, modul 6 Research Methodology, ht-10) Och examinatorns kommentar: 14

15 You have now, compared to your draft paper, developed the introductory parts better. Nevertheless, this paper does not fulfill the requirements of a final paper for this module. Above all, you were supposed to carry out a methodological exercise; test at least one method and reflect upon the usefulness of this, and other methodological questions related to your research. Furthermore, your conceptual/theoretical framework doesn t seem to be so wellanchored in literature this may be of bigger importance for the actual PW, but also here it is important you find a coherent framework that serves as a base for your choice of methods. Read through the instructions for the assignment again, decide what method to test, conduct the test and reflect upon the methodological questions listed in the instructions. (Examinators kommentar på studentpaper, modul 6, ht-10) Som tidigare nämnts är det i examensarbetet som studenternas metodkunskaper sätts på prov, och därmed också the ability to plan, execute and carry out larger field works and analysis within the field of Communication of Development och ability to both scientifically analyse and practically implement data and experience that has been collected by the student himself/herself (Kursplan 5 Degree Project). I magisterprogrammets kursplaner är progressionen mellan de kurser som leder till en magisterexamen tydligare utmejslad än tidigare. Exempelvis är kurs 4 Research Methodology tänkt att fungera som en förberedelse i idealfallet till och med en pilotstudie för kurs 5 Degree Project. Hur denna progression fungerade ht-09 (innan programmet formellt implementerats och delkurserna fortfarande var moduler) tillfrågades studenterna som tog sin magisterexamen i ComDev 2010 om. Frågan löd: How did you think Module 6 Research Methodology prepared you for doing the brief Project Plan and initiating the Project Work? och av 10 svarande examensstudenter svarade 40% very good, 30% good, 20% ok och 1% bad. Detta utvecklades av några studenter i utförligare svar, exempelvis följande: It was very useful preparation and helped me focus on how I would approach the project work. The examiner comments were very comprehensive and useful. Module 6 was very well introduced. Additionally the assignment helped in preparing for project work and reflecting on methodologies. I think for me the issue was that I was truly busy with work and did not pay enough attention, and I did not understand how important methodology was going to be in my project. Or better said I did not fully grasp what I was expected to do with methodology, it passed me by. May be more emphasis on how the methodology impacts the thesis would be useful, mostly for people who are not in the academic field but more in the practitioners' field (and not research) and who might not be so clued up on things like methodology. May be the module should insist on the basics. Vidare, om vi tittar på det övergripande målet här, att för magisterexamen ska studenten visa sådan färdighet som fordras för att delta i forsknings- och utvecklingsarbete eller för att arbeta i annan kvalificerad verksamhet, vill vi lyfta fram att den pedagogiska modell vi arbetar med inom Comdev en webb-baserad pedagogik som eftersträvar att vara kongenial med utbildningens innehåll ger studenterna en förberedelse för den kvalificerade verksamhet inom internationellt utvecklingssamarbete som ComDev-studenter ofta strävar efter (eller i flera fall redan arbetar inom). Kursarbetet bygger på gruppdynamik och kollaborativt lärande, för vilket deltagarnas egna erfarenheter utgör en av de viktigaste resurserna. Grupparbetet inom delkurs 2.1 förtjänar att lyftas fram här då det ger tillämpning i den typ av kommunikativa färdigheter och metoder som arbete inom en internationell verksamhet i dagens värld kan kräva. Detta formuleras som följer: 15

16 Assignment 2.1:2 will be carried out as group work. [ ] Each group will consist of 6-8 members. When the groups are formed each group will get their own "work space" (discussion forum) here in it's learning, where the communication and organization of the group work should take place. Your first group task is to choose an organization for analysis [ ] Please note that the actual group collaboration, the ability to reach strategic agreements in order to fulfil the common goal, will be regarded an essential skill for the purpose of this assignment. Each individual member of a group will be responsible for making his/her contribution to the overall assignment to be delivered, and for communicating effectively with other group members to fulfil the common goal. Each group will deliver a joint report, all sub-sections must be fully integrated. At the same time, each group member's core contribution should be identified as such, to the extent possible. Identifying each group member s contribution can be done e.g. by including a table of contents for the assignment and indicating in it which member was primarily responsible for which sub-section, or by including an introductory paragraph that describes how the responsibilities were shared and addressed. (Grupparbetesinstruktioner, examination delkurs 2.1, vt-11) Detta tjänar som ett exempel på hur studenterna genom examinationsuppgiften får övning i, och uppvisar förmåga att planera arbetet och med relevanta metoder för kommunikation och genom organiserat samarbete genomföra kvalificerade uppgifter. Studenternas egna ord om hur den här delkursen bidrar till deras pågående eller framtida karriärer har nedan hämtats ur mitterminsvärdering som gjorts under vt-11. På frågan In what way do you think that the module "Communication and Development Cooperation" is or is not relevant to your future/current career? Please, mention what you do/wish to do, and give examples and suggestions for improvement fick vi exempelvis följande svar (24 studenter av 53 som vid tillfället hade avslutat den delkursen svarade): The module "Communication and Development Cooperation" is relevant to my curent career. Learning how to analyse media examples of 'ComDev at work' helped me to be able to create effective media texts according to communication for development plans and strategies. It is relevant in the sense that it deepened my understanding of what communication for development is all about. I would like to research 'communication & development cooperation' related matters in the future. I find it relevant because it provides a holistic outlook for both my journalistic practice and more importantly, it is going to help me in my NGO activities, since we often have to cooperate with international development co operations like the ILO etc It is always very useful for me. For my career and for me as an individual. I want to utilize my learning in reaching the remote areas in India and reach out to those who need help, specially in my native region where a major development is required. Delmål 4:4: visa förmåga att skriftligt klart redogöra för och diskutera sina slutsatser och den kunskap och de argument som ligger till grund för dessa med olika grupper Lärosätets svar: Alla kurser på ComDev examineras skriftligt (och i vissa fall även muntligt). Skrivandet bedöms också i den mening att det ingår som ett kriterium för att bli godkänd på examinationerna att skriva klart och tydligt, välformulerat och anpassat för uppgiften. Detta uttrycks i ett av de fem återkommande kriterierna vi använder som underlag för bedömning: Clarity this refers to your writing capability in terms of clear argumentation and definition of the concepts you are using. In addition to this, the text of course should be proof-read and well polished. (Examinationsinstruktioner Research Methodology, ht-09) 16

17 I den utförliga manualen för arbetet med examensarbetet (Degree Project) finns följande rekommendationer för skrivandet: Language must be academic and formal. This means using a clear, concise, direct, lively and sophistcated language. The report should be proof read, preferable by a second reader (not the author) before submission. Do not generalize; i.e. do not write third world countries when referring to specific countries in Africa. (Manual, Project Work, vt-11) I en av de fem kursernas examinationsuppgifter finns en formulering som tydligt anger att en text ska vara målgruppsanpassad, dvs visar aspekten att kunna kommunicera skriftligt med olika grupper. Det är grupparbetet på delkurs 2.1, där studenterna ska producera dels en akademisk rapport och dels en addtitional text som ska vara targeted at a certain audience : The analysis should be developed in light of the module s literature, drawing connection between the theoretical material and the information gathered by the group about the organization s approach to communication for development. Appropriate references for information gathered via the web should be provided in all cases, as well as adequate referencing to literature used. The group report should be between 24,000 characters (with spaces) and 32,000 characters (with spaces). In addition to the report the groups should also produce another form of text, of your own choice, targeted at a certain audience. It could for example be a powerpoint presentation aimed for a presentation of the project to the staff working at your analyzed organization, or a web text aimed for the (public) ComDev portal and targeted to ComDev students and others interested in ComDev. Use your own imagination, describe the target group and the purpose of the additional text, write it, and include it as an appendix to the report. The length of this additional text should be shorter than the report itself, but the length will be dependent on purpose and target audience. (uppgift 2.1:2, delkurs 2.1, vt-11) Delmål 4:3: visa förmåga att muntligt klart redogöra för och diskutera sina slutsatser och den kunskap och de argument som ligger till grund för dessa med olika grupper Lärosätets svar: Eftersom ComDev ges på distans är det endast vid ett fåtal tillfällen som studenterna ges möjlighet till muntlig presentation. I den just ovan nämnda gruppuppgiften ingick det under vt-11 att presentera the additional text muntligt över skype, men det var inte en en obligatorisk del av examinationen. I två kurser är muntlig presentation ett krav i examinationen; kurs 5 Degree Project och delkurs 2.2 Media and Cultural Analysis. I den senare fungerar presentation och peerreview-förfarande som en förberedelse inför examinationen av examensarbetet. Studenterna presenterar sina egna analyser i grupper online över skype (för dem som deltar på distans) eller på plats vid det seminarium som avslutar det första årets studier: Between 14:00-17:00 Friday June 3rd as part of Seminar 4 you will present your essay to a group of students, you could then use some of the feedback to inform your presentation (Examinationsinstruktioner, delkurs 2.2, vt-11). I lärandemålen i kursplanen för kurs 5 Degree Project återfinns följande formulering om vad studenten ska visa efter avslutad kurs: ability to, both in oral and written form, clearly present and discuss his/her conclusions, as well as the knowledge and argumentation that form the basis of these in dialogue with different groups (Kursplan 5 Degree Project) För att bli godkänd på examensarbetet är den muntliga presentationen av examensarbetet ett krav. Det ingår sedan i bedömningen av examensarbetet, som tydliggörs i manualen för 17

19 creative work, which is assessed on artistic grounds as well. The creative work can be in the form of an extended essay, a competent documentary (in the form of a book or broadcast for radio), a documentary film, or a cd-rom. This does not remove the academic requirements: they still apply. Such cases are rare and should be planned ad-hoc. Contact the ComDev staff before submission. Project Work dissemination Your project work can be communicated or presented/visualised in a selected medium (or several media) and format of your own choice. Some project works may be more suitable for exhibiting purposes or visual presentations than others - but all are given the option. Your presentation/communication of the project work should give the reader access to what the work is about, who it involves, what the main points are (in an accesible language for the target group in mind) and what the findings were. This may be a website, short film, graphic/visual brochure, poster or leaflet, or other. This communication/exhibition option is voluntarily. Contact us to arrange how to curate/make visible the essentials of your project work. The visitors at the exhibition (students in general, parents to students, teachers, passers-by) may not be your main target group. However, you may explain in writing the use and target groups of the media communication piece. (Manual, Project Work, vt-11) Detta har en rad studenter utnyttjat, genom produktion av film, radio, fotografi/visuell etnografi som metod, problematisering och resultat. ComDev-studenter har också under examensarbetet samarbetat med andra utbildningar på K3 eller med institutioner/aktörer i utlandet där gestaltande element/produktioner har haft en central roll. Bland annat projektet Memories of Modernity med magisterprogrammet Kultur och Medieproduktion (K3) och Kwa-Zulu Natal-universitetet och konstnärer i Sydafrika ( ). Och projektet Visual Interventions med Praktisk Filmkurs (K3) och Department of Fine and Performing Art vid University of Dar es Salaam ( ). Delmål 4:6: visa förmåga att genomföra uppgifter inom givna tidsramar Lärosätets svar: Varje kurs har en angiven tidsram, vilken till uttryck i att examinationsuppgifterna ska levereras innan angiven deadline. De som inte levererar i tid får vänta på omtentamenstillfället några veckor efter avslutad kurs/delkurs, då även de som underkänts får lämna in igen, eller till uppsamlingstillfälle i januari och augusti. En aspekt av tidsdisciplineringen är att flera av delkurserna/kurserna är uppbyggda i ett antal steg där den enskilda studenten är beroende av sina gruppmedlemmar för att färdigställa examinationsuppgiften, antingen i form av att arbetet utförs som kollaborativt grupparbete/projekt (delkurs 1.1, delkurs 2.1 och kurs 3), eller att de läser och kommenterar varandras arbeten i en peer review-process (delkurs 1.1, 1.2, 2.2 och 4). För essäuppgiften i delkurs 1.2 uttrycks tidsramarna som följer: When the essay is posted in the Work Forum each student should make a peer review of another student s assignment (3000 characters, including spaces) according to a schedule that will be announced in due time before the deadline. Deadlines: - Post title and short description of your essay in the Work Forum no later than 19 November. - Post your essay in the Work Forum 3 December, by 12 Midnight GMT. - Finish and post your peer review in the Work Forum by 10 December, by 12 Midnight GMT. (Essay assignment, delkurs 1.2, ht-10) I delkurs 2.1 är det ett krav att göra och leverera den individuella examinationsuppgiften innan man blir indelad i grupper och kan genomföra grupparbetet, vilket skärper tidsdisciplineringen : 19

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